Building Band Programs in Rural and Low Income Areas

Transcription

1 OMEA 2018 Professional Development Conference Building Band Programs in Rural and Low Income Areas Aaron Rex & Ryan Hurd Jackson City Schools

2 Overview The purpose of this clinic is to serve as a follow-up to our OMEA performance last year and share more details about the journey that paved the way for that performance. After our performance, colleagues encouraged us to tell our story of how we built the program in just 4 years. The intention is not to toot our own horns, but rather to share our story in hopes that others may be inspired to create a similar vision for their band programs. These strategies have proven successful in Jackson, and can be adapted for use in any program.

3 Aaron Rex Northwest Ohio native (Perrysburg) BME - Kent State University, 2010 Director of Bands - Xenia High School, Director of Bands - Jackson City Schools, 2012-present Creator and Chair, OMEA District 17 Middle School Honor Band American School Band Directors Association (ASBDA) Member 2018 Grammy Music Educator Semifinalist

4 Ryan Hurd Cleveland native (Parma) BME - Bowling Green State University, 2014 Associate Director of Bands - Jackson City Schools, 2014-present Chair, OMEA District 17 HS Solo & Ensemble American School Band Directors Association (ASBDA) Outstanding Potential Recipient OMEA Young Music Educator of the Year

5 Jackson, Ohio Jackson is located in OMEA District 17 in Southern Ohio. Total population: 6,318 Median household income: $36,373 Jackson County has the highest childhood poverty rate in Ohio.

6 Jackson City Schools Jackson is the largest of 3 school districts in Jackson County. Total enrollment: 2,508 66% of students qualify for Title I support. Graduation Rate: 92%

7 Proximity to Resources Ohio Valley Symphony (Gallipolis, OH) - 32 miles Ohio University (Athens, OH) - 40 miles Marshall University (Huntington, WV) - 62 miles Kerr s Music World (Huntington, WV) - 76 miles Ohio State University (Columbus, OH) - 77 miles Rettig Music (Dublin, OH) - 94 miles Music & Arts (Westerville, OH) - 97 miles

8 Jackson Band Program Before 16% enrollment in grades students in HS band. Top band was OMEA Class C. Had not been to state in 20 years. Second band had never gone to OMEA Large Group. No jazz program. Low Solo & Ensemble participation. Very few students in private lessons. 2017

9 Jackson Band Program Now 30% enrollment in Non-competitive, required marching band. 170 students in HS band. 3 high school concert bands. Top band OMEA Class A. Middle band OMEA Class C. Both receiving Superior ratings. Top band performed at the 2017 OMEA conference. Two high school jazz bands, one middle school jazz band. Private lesson co-pay system. NAMM Foundation Best Community for Music Education

10 Recruitment Consider You Feeder Schools Do you start in 5th, 6th, or 7th grade? Band director MUST have presence in the grade level prior to beginning band(same goes for the HS director in 8th grade). 5th Grade Elementary Music Presence and rapport with the students. Lay the foundation for beginning band. Establish literacy for beginning band. Sell Your Program! Students have to be excited about the Band Program. Highlight your successes and opportunity for students.

11 Recruitment Concert Band Tour to Elementary Building(s) Select a demo group closer in age to students being recruited. 2nd year players work great! Perform music that will get students excited. Current/Classic Pop Tunes Instrument Introduction/Demos Could be in Spring or Fall depending on your particular setup. Retention for middle school players.

12 Recruitment Tour

13 Recruitment Recruitment Brochure Mailed to arrive on the same day as the concert. Informational Letter Given out the day of the concert to classroom teachers. They need to be involved too! Informational Meeting for Parents One Week after the Recruitment Concert Instrument Fittings One Week after the Informational Meeting Music store provides fitters and instruments.

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16 Beginning Band Instrumentation What do you have the means to offer? How many directors? Team taught? How many days a week do you see students? Heterogeneous/Homogeneous? Which instruments does the school have available? The number of teachers/days of instruction may indicate what you are able to offer. Would starting a year later provide you with more resources/team teaching opportunities? Do whatever it takes to make it part of the school day.

17 Beginning Band Instrumentation Saxophone Consider starting on clarinet and making it auditioned. Limit the number of students based on your band size. Percussion Do you want drummers or percussionists? Limit the number of students based on your band size. Horn, Tuba, Low Reeds, Double Reeds Auditions as you/students are ready. Instruments supplied by the school. Build instrumentation without getting overwhelmed. Opportunities for retention.

18 First Lesson Nights The week before the school year begins we set up First Lesson Nights for students to come in with their parents to receive their first lesson. Send out notice by mail and two weeks prior and try to align First Lesson Nights with open houses. Rental instruments are distributed at this time. Allows us to give each student individual attention before they are in the full band setting, and to prevent bad habits from the very beginning. Also provides the opportunity to educate the parents as well on what to expect and watch out for during home practice.

19 First Lesson Nights Lessons could easily be done by yourself in a smaller program if you are the only director, or break it up more in a larger program if you have help. August 13, 2017 August 15, :00pm Clarinets Trumpets 8:00pm Flutes/Percussion Trombones/Baritones

20 Assessment & Incentives Year 1 & 2 Assessments 3 check-offs per grading period Completed at student s own pace. Incentives Pick a theme each year based on current pop culture. Pokemon, Star Wars, Harry Potter. Sticker chart and quarterly rewards. Various other prizes over the course of the year.

21 Example Beginning Band Rubric Keep it simple and objective. Does it easily create feedback for students?

22 Mass Band Performance Find an annual opportunity for all students beginning through high school to perform. Generates support from key stakeholders. Select music accessible to your beginners.

23 Athletics & Activities If you want to build a program in a rural/low income area you MUST accept that athletics will trump band. Make your schedule work around athletics and the activities your students value/quit band over. The majority of your required rehearsals must take place during the school day. Seek out coaches and develop rapport. Go to games! If you have an 8th Grade Night for marching band, have HS band members wear sports jerseys, etc.

24 The football team out of the locker room to support the band! Supporting the JHS FFA Chapter. High School student athletes wearing athletic uniforms to show 8th Grade Band members they CAN be in band AND sports.

25 Student Leadership Empower student leaders and get them to buy into your vision. Creates investment and dedication to your program. Our students are our BEST recruiters! Use a mixture of appointed and elected student leaders. Section Leaders, Librarians, Equipment Manager President, Vice President, Secretary, Treasurer, Class Reps. Tri-M - Music Honorary

26 Literature Selection Selecting literature is much like a healthy balanced diet. You must find a balance of literature that is good for them, will build the necessary technical/musical skills, but also gives them the cookie to keep going. Literature should line up with developmentally appropriate objectives with long-term benefits. Do not get hung up on the grade or class of a piece. If it s a good piece and gives your students what they need, then program it!

27 Band Camp Staff Staff members on every instrument to run sectionals during week-long summer band camp. Small group instruction provides the opportunity to work on basic fundamentals going into the new school year. It also allows students to learn music and drill at an accelerated pace and provide additional instruction for weaker performers. Staff could also perform chamber music during breaks. Staff members are typically college music education majors or local band directors/musicians.

28 Retired Band Directors Currently, we have two retired band directors who assist with our program. One provides beginning lessons for double reed students. Another does pullout lessons for the middle school bands. Retired band directors want your program to succeed, as many are still involved in the community where you teach. Compensation can vary, but their experience is worth every penny!

29 Solo & Ensemble Students sign up based on their interest, then are placed in ensembles based on demand, ability, and director availability. Weekly schedule during and outside the school day. Utilize any time outside the school day that was used for marching band. This is time you know should work for students. Pull students out of study hall or rehearsal for lessons if schedule and staff allows. Pick literature that allows for work on fundamentals, not just notes and rhythms.

30 Solo & Ensemble

31 Clinic Day Day of full band rehearsals and master classes. We do ours on a Saturday, but it could be done during an evening or school day if administration approves. Guest Conductor from a university, retired band director, or current band director of reputable band program. Paula Crider, Bruce Moss, Ken Thompson, Andrew Trachsel, Pat & Dan Meeks, Scott Curfman, Brandon DuVall, Rod Miller, and Greg Snyder have all done clinics at Jackson.

32 Clinic Day Our Band Boosters budget $1, for the day to compensate the guest conductor and clinicians. $ for guest conductor $ for each clinician Flute, Oboe, Bassoon, Clarinet, Saxophone, Trumpet, Horn, Trombone, Tuba/Euphonium, Percussion Local music education students could be utilized to cut costs significantly. The number of clinicians could be reduced to cut costs as well. Partner up with other area band directors to cut costs. They clinic your students and you clinic their students. This is FREE!

33 Honor Bands Many universities, OMEA districts, and counties sponsor honor bands. Honor bands allow opportunities to extend learning for your more advanced students. Also good PR for your program to generate support. Students are selected by nomination, recorded audition, live audition, or combination. BGSU, Ohio University, Kent State, Marshall University, and Ohio Northern all have honor bands with selection processes that cater to smaller, rural, low income band programs. Don t have a county or middle school honor band? Start one!

34 Student/Faculty Recital Eisteddfod: music competition/recital rooted in the Welsh tradition with guest judges to give feedback. Teachers perform while judges deliberate. Utilized as Solo & Ensemble preparation. In-class recitals for students to give feedback. Traveling collegiate ensembles: brass quintet, woodwind quintet, sax quartet, etc.

35 Online Resources Many students and families may have limited access to internet or very restrictive data plans. Host a Streaming Party in the band room and stream a live concert for students to critique and give feedback. Partner up with another band/ colleague and stream your rehearsals for students to critique each other. Some composers, such as Alex Shapiro, will do Skype rehearsals with your band for a small fee or even free of charge.

36 How Do I Pay For This? Assess current budget and set priorities. Is the budget being utilized in ways that will benefit students year-round and in the future? Band Booster organization must buy into your vision. Become involved in the community. The community needs to be invested in your program. Sweat equity Be persistent. Don t make excuses!

37 Consider Your Stakeholders What do YOU want/value? What do your STUDENTS want/value? What do your PARENTS want/value? What does your ADMINISTRATION want/value? What does your COMMUNITY want/value?

38 What do YOU want/value? Are you truly wanting to build a program, or will you abandon these students at the first opportunity for something better? Do you want a top high school band that can get Superior ratings at adjudicated events in higher classifications? Do you want a large marching band? Do you want a successful jazz program?

39 What do STUDENTS want/value? Large Band Success/Recognition Low Commitment Fun Leadership Opportunities Pride/Sense of Belonging

40 What do PARENTS want/value? Large Band Success/Recognition Tradition Low Financial Commitment Entertainment/See Students Having Fun Opportunity for Students Directors Involved in Band Boosters

41 What do ADMINISTRATORS want/value? High Enrollment Entertainment at Sporting & School Events Success/Pride/Bragging Rights Discipline Opportunity for Students Efficient Use of Funding Director Investment in Program/Longevity

42 What does COMMUNITY want/value? Large Band Entertainment at Sporting/Community Events Success Pride/Tradition

43 Does The Budget Reflect These Values? The first thing that always comes up is money. How much is the program spending on marching band vs. concert band? Jazz band? How much is the program spending on high school vs. middle school? Beginners? What costs can you NOT control? (i.e. transportation)

44 Marching Band When surveying directors in Ohio that taught in rural/low income districts, the highest expense was marching band. Competitive vs. Show Band Do your stakeholders support it? Look at your budget/fundraising. Are you putting all your eggs in one basket? Do you have enough funding to support the program the rest of the year after marching season?

45 Band Program BOE Funding Based on a 2017 survey of band directors in rural/low income areas.

46 BOE Budget for Marching Band Based on a 2017 survey of band directors in rural/low income areas.

47 Band Support Group Funding Based on a 2017 survey of band directors in rural/low income areas.

48 Support Group Marching Band Budget Based on a 2017 survey of band directors in rural/low income areas.

49 Percentage of Total Budget Spent on Marching Band Based on a 2017 survey of band directors in rural/low income areas.

50 Total Budget Spent on Marching Band - Jackson 23% Travel, Uniform Cleaning, Repairs, Sticks/Heads, Flags, Music, Drill, Leadership Training, Band Camp & Staff, etc.

51 Contact Info Questions? JacksonBands.com